Page - 44 - in Reflective Cosmopolitanism - Educating towards inclusive communities through Philosophical Enquiry

44 REfLECTIvE COsMOPOLITANIsM customs or norms? Your class may generate many other meanings and interpretations of rules. You can put a whole list of examples on the board. You can also refer to the manual to Tina and Amir, episode 3, Leading Idea “Rules”. Discussion Plan: Rules 1. What are rules? 2. What kind of rules do you know? 3. Can everybody invent rules? If so, give some examples! 4. Can we invent rules? If so, give some examples! 5. Are there differences between rules and orders? 6. Do you know a game without rules? 7. Do you know a game where you can make up rules? 8. Do we always have to obey the rules? 9. What do you think if someone says: “It is never right to break a rule”? 10. Are there rules in the family? 11. What is the difference between rules and customs? 12. What if there were no rules? Leading Idea 3: Signs and symbols There is a wide range of possible or intended meanings of signs and symbols. Children are encouraged here to investigate examples of signs and symbols and deepen their under- standing of the different meanings. You can also encourage them to think about a variety of signs and symbols and the meaning for those who use them. They can list signs and sym- bols in everyday life, for example traffic signs or peace symbols. Encourage students to talk about the different meanings to deepen their understanding of some common concepts. Discussion Plan: Signs and symbols 1. What kinds of signs do you know? 2. What kinds of symbols do you know? 3. What is the meaning of ‘sign’? 4. What is the meaning of ‘symbol’? 5. What is the difference between a sign and a symbol? Exercise: Sign or symbol? Sign or symbol? Sign Symbol ?